Author: UNICEF MENA
Full Citation: UNICEF MENA. (2017). Analytical mapping of life skills and citizenship education in the Middle East and North Africa. Amman, Jordan: UNICEF Regional Office for Middle East and North Africa. Retrieved from http://www.lsce-mena.org/
Overview: The MENA Life Skills and Citizenship Education (LSCE) initiative represents a country and regional collaborative endeavour towards the achievement of the Sustainable Development Goal (SDG) 4. The LSCE Initiative brings together the active contribution of the Arab League Educational, Cultural and Scientific Organization (ALECSO), along with ministries of education and other national institutions responsible for education across the MENA countries. An Analytical Mapping (AM) – this present document – has been developed to provide the evidence for the Conceptual and Programmatic Framework (CPF). It gives an overview of (i) current major life skills and citizenship education initiatives and programmes in MENA and the key players and organizations implementing these programmes, and (ii) the challenges faced by implementing organizations.
- Chapter 1, Introduction situates the AM within the framework of the LSCE Initiative, and presents its theory of change.
- Chapter 2, Vision and working definition of life skills and citizenship education, provides an analytical overview of the different conceptual approaches to life skills in MENA countries.
- Chapter 3, Programmatic interventions and approaches, explores the different components of the multiple pathways and systems approach of the CPF. It includes an overview of the teaching and learning approaches and their relative importance in implementing life skills and citizenship education programmes in MENA.
- Chapter 4, Areas for further research, is informed by the key takeaways of the AM and recommends areas for future research.
- The Annexes to this report present the four in-depth countries studies on life skills and citizenship education, conducted in Egypt, Jordan, Morocco and the State of Palestine.
Methodology: The AM was carried out in 15 MENA countries: Algeria, Djibouti, Egypt, Iran, Iraq, Jordan, Lebanon, Libya, Morocco, Oman, the State of Palestine, Sudan, Syria, Tunisia and Yemen. The preparatory phase of the AM included a desk review that continued throughout the process. A multi-phase approach was then used to conduct the AM utilizing four mixed data collection and analysis methods.
Findings: Findings are grouped under the following questions:
- How is life skills and citizenship education defined and conceptualized in MENA?
- What is the life skills landscape in terms of Dimensions of Learning and skills clusters?
- What are the subject areas through which life skills are addressed?
- Which teaching and learning approaches are used in life skills and citizenship education?
- How are life skills and citizenship education delivered, and what are the challenges?
- What are the opportunities and challenges to life skills and citizenship education programming?